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Access for Women to Higher Education in England and Australia

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Access for Women to Higher Education in England and Australia DOCUMENT RESUME ED 406 900 HE 030 073 AUTHOR McFadden, Mark TITLE Access for Women to Higher Education in England and Australia: A "Second Chance." PUB DATE Mar 97 NOTE 23p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Academic Aspiration; *Access to Education; Accountability; Adult Students; College Outcomes Assessment; Disadvantaged; *Diversity (Student); *Educational Opportunities; *Educational Policy; Equal Education; Ethnic Groups; Females; Foreign Countries; Government Role; High Risk Students; Higher Education; Homeless People; Individual Development; Minority Groups; *Politics of Education; Program Effectiveness; *Womens Education IDENTIFIERS Australia; England; Performance Indicators ABSTRACT This paper explores the way that opportunity of access to higher education, particularly for women of color and those disadvantaged by homelessness, is placed at risk by market approaches to education. In England, Asian and Afro-Caribbean women, have been able to access higher education through funds made available under the Race Relations Act of 1976. In Australia, homeless women have accessed higher education through a government-sponsored program of "second chance" education offered in a Sydney (Australia) university. Women students and administrators at programs in both countries were interviewed regarding their perceptions of the success and impact of these programs. The students emphasized their gains in self-esteem and greater future opportunities. Faculty and administrators focused more on issues of costs and benefits. Results suggest that government and institutional policy will impact significantly and adversely on women in higher education programs. The use of performance indicators of efficiency and effectiveness such as course completion rates do not include equity measures and discount the success of these programs. Homogeneity and elitism, under the guise of excellence and choice, are emphasized above the values of diversity and difference. (Contains 33 references.) (JLS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Access for women to higher education in England and Australia: A 'second chance' Paper presented at AERA Annual Meeting 1997 "Talking Together in Educational Research and Practice" 24 - 28 March, 1997 Hyatt Regency Chicago Sheraton Chicago Hotel and Towers Chicago, USA Mark McFadden, Charles Sturt University Bathurst, NSW, 2795 Australia [email protected] Abstract Governments in the developed world use the market oriented rhetoric of choice and opportunity to rationalise the way that their educational policies provide access to opportunity for all (Major, 1994). The effects of such policies are, however, almost completely unresearched (Walford, 1992; 1994). Ethnographic research carried out in Australia and England illustrates the way that educational policies underpinned by economic rationalism (Pusey,1991; Marginson, 1993) may lead to the further marginalisation and disadvantage of those in already disadvantaged positions (Dale, 1989; Gewirtz, Ball & Bowe, 1995). This paper explores the way that opportunity of access to higher education, particularly for women of colour and those disadvantaged by homelessness, is place at risk by market approaches to education (Ball, 1993).In England, Asian and Afro- Caribbean women, in particular, have been able to access higher education through funds made available under Section 11 of the Race Relations Act of 1976 (Leicester, 1993). Until quite recently, up to, half of the Afro-Caribbean students who went on to higher education in Birmingham, for example, did so through the special access route (Birmingham City Council Education Department, 1993).In Australia, homeless young women have accessed higher education through a government sponsored program of 'second chance' education offered in a Sydney university (McFadden, 1996). The findings of this research indicate that government and institutional policy will impact significantly, and adversely, on the lives of many women involved as students in access to higher education programs. Government policies of corporatisation, including changed funding arrangements for students, when linked with changing curriculum structures, emerge as significant issues in entrenching disadvantage.Performance (C\I indicators of efficiency and effectiveness like course completion rates and staff/student ratios do not have a measure of equity built in and discount the relative successes of access courses. The pressing necessities of stringent financial times leads to the picking of winners rather than the provision of opportunity for those whose struggle is greater in the first place. This paper demonstrates that homogeneity and elitism, under the guise of excellence and choice, are emphasised in a corporatised higher education world rather than difference and real diversity being catered for as present institutional policies would have us believe. "PERMISSION TO REPRODUCETHIS U.S. DEPARTMENT OF EDUCATION BY officeffi of Educational Research and Improvement MATERIAL HAS BEEN GRANTED EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Mark McFadden s/Thisdocument has been reproduced as received from the person or organization originating it BEST COPY AVAIIABLE C Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- TO THE EDUCATIONALRESOURCES ment do not necessarilyily represent official INFORMATION CENTER (ERIC)." position or policy Access for women to higher education in England and Australia Introduction While on study leave in Birmingham, England, in 1994, I gathered information about programs available for people of colour who wished to access higher education but who had either not finished their secondary schooling or had not done well enough to gain entry into higher education. In Sydney, Australia, I had been working, for a number of years, on a program that, seemingly, had quite different aims. This program targeted homeless young people who were interested in accessing higher education but whose previous educational experience had been less than successful.Methodologically, however, the differences between the programs were a powerful factor in analysing the information gathered in both sites about the relationship between 'second chance' education and government policy. That the sites were in different countries and the programs focused on providing access to tertiary study to very differently disadvantaged groups represent Glaser and Strauss' (1967) notion of maximising the difference between cases to highlight core categories of analysis.The maximisation of difference between cases is consistent with the constant comparative method outlined by Glaser and Strauss (1967) (see also Strauss & Corbin, 1990). As Glaser and Strauss (1967) note, maximising difference between cases is done to increase the density of the properties relating to core categories that have emerged through initial analysis of the research data gathered. When differences are maximised, they argue, categories can be further integrated and the scope of the theory being generated can be delimited. Put simply, such maximisation of difference further focuses the generation of theory in secondary analysis. The program in Sydney, Australia, focused on young people between the ages of 16 and 25 who had experienced homelessness and consequent educational disadvantage. The Access programs in Birmingham, England focused on people over 21 who had experienced educational disadvantage as a consequence of their race. Women, however, who had experienced similar forms of gendered educational disadvantage made use of both kinds of programs. Initially, I was interested in why people in these different programs usually with negative experiences of schooling, chose education as an option to help provide them with a more satisfying life, and whether their hopes and desiresforthischangedlifewere realisedor whether previouseducational disappointments were reinforced. Access for women to higher education in England and Australia I interviewed students in both programs as well as interviewing students who were now at university after coming through the Access route. In England, I focussed on Access to Social Science courses which articulated with degree programs in Social Studies at AstonUniversity,Birmingham. Ialsointerviewedcourse andinstitutional administrators in both England and Australia. During the interviews, the policy issues of corporatisation,changing funding arrangementsforstudents,and changing curriculum structures emerged as 'hot' topics. The common link between these issues was, 'the powerful and complex ideology of the market and a linked culture of choice' (Ball, 1993: 3) that pervades the policy frames of Western governments. All participants, including the students, felt that the world of access to higher education was changing and that incorporation and economic rationalisation, however the process was viewed, would have a significant impact on the provision of educational opportunity. As Willis (1986) reminds us, people in positions of social disadvantage, particularly those in poverty, hope for 'open
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